Shambles Day Nursery

Shambles Day Nursery
Unique reference number (URN): 2634772
Address: 10 The Shambles, Bradford-on-avon, BA15 1JS
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/04/2021
Registers: EYR, CCR, VCR
Registered person: Blousie and Frank Limited
Inspection report: 9 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
All children, including those with special educational needs and/or disabilities or barriers to
their learning, typically achieve well and make progress from their starting points. They
develop key skills and knowledge needed for school and their future learning. Babies crawl,
walk and climb as they explore the environment. They handle small objects and toys with
increasing control. For example, they match three-dimensional shapes to the correct holes
in shape sorters and push them through with accuracy.
Older children listen, focus and concentrate for extended periods. They communicate their
ideas clearly and ask questions to deepen their understanding. For instance, when looking
at rainforest animals, they ask, 'Why is it called a spider monkey?' Children develop social
skills as they share resources, often without adult support. Younger children use storytelling
language as they use puppets and props to retell the story of 'The Three Little Pigs'.
Children develop early mathematical skills. Younger children join in with counting songs and
count the sounds of wooden instruments as they tap them together.
Behaviour, attitudes and establishing routines Expected standard
Children generally behave well. Staff use a range of strategies to help children regulate their
emotions and manage their behaviour in ways that suit their age and stage of development.
Staff build secure relationships with children. Babies hold out their arms to familiar adults,
who respond with cuddles and gentle reassurance. New children settle quickly. They arrive
smiling and separate confidently from their parents and carers.
Children engage in their play and show a clear interest in learning. For example, they show
excitement during a listening game as staff describe and reveal hidden objects. Staff
establish clear routines and prepare children for change. They use reminders and visual
prompts, such as 'now' and 'next' cards. Staff adapt their language and allow extra time for
children who need additional support during transitions.
Children develop positive relationships with each other. Babies hug each other as they sit
and play. Young children pass plates carefully at the table and notice when others need
help. Older children work together to tidy away toys. Leaders recognise the importance of
regular attendance and punctuality. They work with parents to promote this.
Children's welfare and wellbeing Expected standard
Staff follow safety and hygiene procedures to promote children's welfare and wellbeing.
They teach children how to stay safe on local walks, such as reminding children to walk
close enough to touch the wall so they can move safely along pavements. Staff provide
extra support for children who find these outings more difficult or overwhelming. Staff tailor
sleeping and care routines to meet the needs of babies and younger children. They typically
work closely with parents and carers to ensure consistency between home and the setting.

Children prepare healthy foods for lunch each day. Staff encourage them to eat vegetables
before other parts of their balanced meal. They remind children to sit safely while eating and
organise seating to supervise those with dietary requirements or intolerances. When
children feel overwhelmed at mealtimes, staff support them to eat in smaller groups or
quieter spaces.
Staff support children's emotional wellbeing. They respond promptly, listen to children's
views and value their ideas. Staff acknowledge children's achievements, perseverance and
contributions. Children form secure attachments with their key person. For example, babies
hold out their arms to familiar adults, who respond with cuddles and use calm and soft
voices. This helps children to feel safe and settled. Parents comment that their children 'are
loved and cared for'.
Curriculum and teaching Expected standard
Leaders design an ambitious and broad curriculum. Staff generally implement this well
through positive and encouraging interactions. They assess children's progress regularly to
identify gaps in their learning. Staff use this information to plan children's next steps in
learning. However, group activities are not consistently well planned or purposeful. As a
result, staff do not always extend all children's skills and knowledge during these focused
times.
Staff deliver the communication and language curriculum effectively. They use clear
language, model vocabulary, share books and sing songs. Staff introduce a wide range of
words as they play alongside children. For example, they name parts of a plant and explain
why flowers smell as older children create their own flowers and choose scented oils to add
to the stamen. Children listen well and repeat this new vocabulary.
Children access a wide range of physical experiences. Staff use the environment creatively
and encourage children to be active every day. For instance, children choose to move
between rooms using slides and chutes. Staff teach children of all ages to do this safely.
They help children to manage risks appropriate to their stage of development. These
experiences support children's body control and coordination.
Children learn about their local environment and community each day. They visit local
shops, speak with shopkeepers and buy fruit and vegetables to eat in a 'secret garden'. Staff
use these opportunities to support children's personal, social and early mathematical
development. Children receive support to talk about their feelings. Staff sensitively remind
children to think about others as they share and take turns.
Inclusion Expected standard
Assessment and monitoring procedures are effective and are used to help staff identify gaps
in children's learning in a timely manner. Leaders work with staff and offer training to enable
staff to make appropriate adaptations and/or use additional resources and equipment to
help children with special educational needs and/or disabilities access all learning
opportunities. However, staff are not consistently well informed about children's individual
learning and development needs. This does not enable staff to confidently and consistently
support all children during group activities.

Leaders and staff understand local procedures and know how to seek additional support.
Staff follow advice from professionals and share relevant information when children attend
other settings. Leaders understand how to support disadvantaged children. They target
additional funding effectively to give children the experiences they need to achieve. For
example, staff use funding to ensure all children are able to attend regular swimming
sessions.
Staff regularly review the support they put in place to ensure it improves children's learning.
They work closely with parents and carers to promote continuity. For instance, staff provide
'sound bags' and share these with parents to support children who need additional help with
their communication and language.
Leadership and governance Expected standard
Leaders understand children, families and the local area. They use this knowledge to make
timely adaptations and remove barriers to children's learning. Leaders target funding
effectively to widen children's experiences. For example, they ensure all children access
activities, such as yoga and forest school.
Staff say that leaders support their wellbeing and manage their workload well. Leaders
regularly monitor staff practice to identify support needs and provide training and guidance.
However, they do not consistently focus this work on ensuring staff have a clear
understanding of children's individual learning needs. This limits how consistently staff
deliver a purposeful curriculum and support all children during focused group activities.
Leaders and staff maintain positive relationships with professionals and schools. They make
timely referrals for additional support and meet with school staff to plan smooth transitions
for children. When children attend more than one setting, staff share plans and strategies to
support consistency.
Partnerships with parents and carers are positive. Parents speak highly about the care their
children receive. They value regular communication about learning and say this helps them
to support their children at home.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children enjoy their time at this welcoming and friendly setting. They benefit from staff's
positive and encouraging interactions. Leaders design a broad and well-sequenced
curriculum. Staff generally deliver the curriculum effectively. They provide a wide range of
learning opportunities to help all children, including those with special educational needs
and/or disabilities, develop the skills and knowledge they need for school and beyond. For
instance, older children engage for extended periods in a creative activity. They create a

Inspector:
Mikaela Jauncey
large-scale collage using pictures they have painted based on a jungle theme. Children
share glue and scissors with their friends and show pride in their finished artwork.
Staff's caring and responsive approach helps children to quickly form secure relationships
with their key person. Children demonstrate that they feel safe and settled as they separate
confidently from their parents and carers and invite staff to join their play. Babies hold out
their arms for cuddles and take toys to their key person. Young children confidently explore
the environment. They go down slides, climb across nets and walk over wooden bridges,
asking for help when they need it.
Clear induction processes and carefully planned transitions help children to understand what
is expected of them. Children follow routines and typically behave appropriately. They show
care and respect for staff and each other. For example, older children make space for
younger children to sit in a circle, inviting them to sit next to them.
Partnerships with parents are effective. Staff collect and use information well to tailor
children's care routines to their individual needs. Parents value the regular communication
they receive about their children's learning and progress. Leaders promote regular
attendance and work with parents to ensure children gain the most from their sessions.
Next steps
Leaders should develop the delivery of the curriculum in group activities to ensure they
are purposeful and well planned and consistently support children's learning and
progression.
Leaders should strengthen practice for staff so they are well informed about children's
individual learning and development needs, to enable them to confidently and consistently
provide support for all children.
About this inspection
The inspector spoke with leaders, staff, children and parents and carers during the
inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

About this setting
Unique reference number (URN): 2634772
Address:
10 The Shambles
Bradford-on-avon
BA15 1JS
Type: Childcare on non-domestic premises
Registration date: 23/04/2021
Registered person: Blousie and Frank Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: Wiltshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 April 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
45
Our grades explained
Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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